'

MOOC and Pedagogy Where are we heading?

Понравилась презентация – покажи это...





Слайд 0

MOOC and Pedagogy Where are we heading? Yves Epelboin Professor Emeritus UPMC-Sorbonne-Universites, Paris Yves.Epelboin@impmc.upmc.fr


Слайд 1

Agenda A very slow tsunami MOOC and pedagogy MOOCs and technology MOOCs for Europe A user-centric approach Driving students to success EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 2

A very slow tsunami Educause 2012: # 1 Educause 2013: on the side Educause 2014: ? On line course M O O C EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 3

A very slow tsunami MOOC is not a technology; It is a means to teach and to learn using established technologies. Thus it is moving at the same path as pedagogy On line course M O O C EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 4

Growth of MOOCs https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers EUNIS 2015 June 10-12 2015 Y.Epelboin A very slow tsunami! Peak not yet reached!


Слайд 5

MOOC and student retention Success as not the same meaning in a MOOC than in a class P. Hill e-Literate, March 2013 http://mfeldstein.com/emerging-student- patterns-in-moocs-a-revised-graphical-view/ EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 6

MOOC and pedagogy


Слайд 7

MOOC in the university Blended learning SPOC: a MOOC with controlled registration Distance and face to face personalized interaction Face to face application lectures The most efficient way of learning EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 8

Blended learning Can we afford? Example of a 6 weeks MOOC (SPOC) Base: Sciences with Maths equations and graphics MOOC being used internally at least 3 times Human resources Teachers Academic support Technical support EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 9

Do you have the budget? Base: 6-8 weeks Teachers: 75 k€/y, support teachers: 60 k€/y, tech: 47 k€/y Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015 EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 10

Cost comparizon € EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 11

MOOC economy Less expensive solution: MOOC valid only above 200-300 students Below 200 – 300 students: classic approach Above 500 students blended approach versus classic approach Staff environment not taken into account EUNIS 2015 June 10-12 2015 Y.Epelboin Most universities do not possess neither the manpower nor the budget to massively invest in MOOCs and SPOCS


Слайд 12

Blended learning economy Blended learning and distance learning for freshmen Cheaper way to handle large classes Efficient means to attract distant students A method to increase the participation of minorities? Rare studies and small classes If universities are able to work together EdTech June 2-3 2015 London Y.Epelboin


Слайд 13

MOOCs economy Communication: Recruiting more students without additional investment (staff, building): MOOC Reputation Recruiting students Attracting students Testing incoming students EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 14

The MIT Model https://formation.unpidf.fr/fr/mediatheque/media-51 Free MOOCs can only be a by-product of SPOCs and blended learning EUNIS 2015 June 10-12 2015 Y.Epelboin Communication C. De Oliveira MIT


Слайд 15

MOOC and technology


Слайд 16

Closed LMS EUNIS 2015 June 10-12 2015 Y.Epelboin Closed systems: Only tools from the same origin available Pedagogic approach defined by the platform


Слайд 17

EUNIS 2015 June 10-12 2015 Y.Epelboin Choice of alternative services only from the same origin Closed LMS


Слайд 18

Closed LMS EUNIS 2015 June 10-12 2015 Y.Epelboin Choice of alternative services only from the same origin


Слайд 19

Coming: an open model EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 20

Coming: an open model The best of two or more solutions, according to the views of the teacher EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 21

Coming: an open model Each service = a virtual server Intercommunication and exchanges: Learning Tools Interoperability (LTI) EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 22

www.imsglobal.org EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 23

New skills to come Instructional designers: a mix of pedagogy and IT skills Teachers: a mix of knowledge and instructional design Prebuild models LMS on demand Richer but more complex systems! EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 24

A user-centric approach


Слайд 25

2010: the digital university Organization centric EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 26

2015: the digital university EUNIS 2015 June 10-12 2015 Y.Epelboin User centric: Diversification: integration of many services around the user space My space


Слайд 27

The user-centric university Siemens & al. « Preparing for the digital university » http://linkresearchlab.org/PreparingDigitalUniversity.pdf p. 199 EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 28

Apereo Siemens & al. « Preparing for the digital university » already cited EUNIS 2015 June 10-12 2015 Y.Epelboin www.apereo.org


Слайд 29

ProSolo Siemens & al. « Preparing for the digital university » already cited www.prosolo.ca


Слайд 30

Next: the digital university EUNIS 2015 June 10-12 2015 Y.Epelboin A galaxy of related services with the user in the center All services as add-on of the personal social space


Слайд 31

Driving students to success


Слайд 32

Learning analytics EUNIS 2015 June 10-12 2015 Y.Epelboin Well coordinated services provide huge amounts of data about the students Activity Learning … A well of information for a user-centric support


Слайд 33

Learning analytics « Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs » G. Siemens http://fr.slideshare.net/gsiemens/learning-analytics-educause (2011) EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 34

Learning analytics High potential impact to improve students success Definition of indicators still in progress Limitations Lack of valid data from many systems Privacy of data Definition of predictive indicators EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 35

Adaptive learning Adaptive learning is an educational method which uses computers as interactive teaching devices, and to orchestrate the allocation of human and mediated resources according to the unique needs of each learner. Computers adapt the presentation of educational material according to students' learning needs, as indicated by their responses to questions, tasks and experiences. Wikipedia EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 36

Adaptive learning Dreambox: http://www.dreambox.com/ white-papers/intelligent-adaptive-learning -an-essential-element-of-21st-century- teaching-and-learning EUNIS 2015 June 10-12 2015 Y.Epelboin More and more complex systems!


Слайд 37

Driving students to success Blended learning does not rise the rate of success: “Those who succeed succeed better” Adaptive learning allows to best adapt learning to the capacities and feelings of each person Learning analytics is the method to introduce individual mentoring at a time of mass education EUNIS 2015 June 10-12 2015 Y.Epelboin


Слайд 38

Summary


Слайд 39

Conclusion An important challenge for the digital university in the coming years: True blended learning must be generalized Tools and services will be more and more user-centric The digital environment will be more and more complex EUNIS 2015 June 10-12 2015 Y.Epelboin Will the universities have the human and financial resources?


Слайд 40

Yves.epelboin@impmc.upmc.fr LinkedIn: https://www.linkedin.com/in/yepelboin Twitter: @yepelboin Blogs: http://blog.educpros.fr/yves-epelboin/ (French)          http://www.eunis.org/blog/category/erai-2/blogs/ (English)


Слайд 41

Discussion


×

HTML:





Ссылка: